Pub Date : 2019-08-14DOI: 10.1080/1547688X.2019.1652783
Michelle Adler
I listened to my radio on the way to the observation, music up, windows down, enjoying the warmth of an early spring day. I was headed to the elementary school that serves deaf and hard-of-hearing (D/HoH) students, along with over 500 typical learners. Tucked into this school was a student-teacher of mine, a student teacher who grew up in this district and received services at this school, because she is profoundly deaf. Now she wanted to be a teacher, and it was my job to see if she was making adequate progress. I pulled into the parking lot and paused for a moment to regroup. Sara had been in our elementary education/early childhood unified program for several semesters. She was provided an interpreter in our classes, and we learned to work with Sara and her interpreter. While reserved and quiet, Sara participated, asked questions, and utilized various forms of communication to make sure she did well both in class and out of class. Sara dreamt of teaching students like herself, but needed an undergraduate degree in Early Childhood Unified (ECU) to pursue the requisite masters in deaf education she’d eventually need. This meant she would have to teach hearing students to fulfill her requirements for her ECU degree. She was committed to finding success in the program, andwewere committed to helping her. But it was her time out in the field that had us most worried. Three semester of intermittent field experiences are required prior to the semester of student teaching. Sara had to learn to work with and teach hearing students to fulfill the degree requirements. So along with her interpreter, Sara had spent time in various classes, working with small groups and whole groups, teaching math, reading, social studies, science, and reading. I had watched Sara a year ago as she cautiously approached the third graders, who are used to having switched to D/HoH classmates and interpreters, but not a D/HoH teacher. They learned together, and the students adjusted to asking the interpreter the question, the interpreter quickly signing it to Sara, Sara quickly signing her response, and the students waiting to hear what the interpreter had to say. Lots of pointing and gesturing followed. They all fell into a routine and rhythm, and the students enjoyed her. But whole group lessons were hard because Sara couldn’t always tell what was going on all over the room, and there were delays as questions and answers required an extra step with the
{"title":"Just Keep Swimming, Sara","authors":"Michelle Adler","doi":"10.1080/1547688X.2019.1652783","DOIUrl":"https://doi.org/10.1080/1547688X.2019.1652783","url":null,"abstract":"I listened to my radio on the way to the observation, music up, windows down, enjoying the warmth of an early spring day. I was headed to the elementary school that serves deaf and hard-of-hearing (D/HoH) students, along with over 500 typical learners. Tucked into this school was a student-teacher of mine, a student teacher who grew up in this district and received services at this school, because she is profoundly deaf. Now she wanted to be a teacher, and it was my job to see if she was making adequate progress. I pulled into the parking lot and paused for a moment to regroup. Sara had been in our elementary education/early childhood unified program for several semesters. She was provided an interpreter in our classes, and we learned to work with Sara and her interpreter. While reserved and quiet, Sara participated, asked questions, and utilized various forms of communication to make sure she did well both in class and out of class. Sara dreamt of teaching students like herself, but needed an undergraduate degree in Early Childhood Unified (ECU) to pursue the requisite masters in deaf education she’d eventually need. This meant she would have to teach hearing students to fulfill her requirements for her ECU degree. She was committed to finding success in the program, andwewere committed to helping her. But it was her time out in the field that had us most worried. Three semester of intermittent field experiences are required prior to the semester of student teaching. Sara had to learn to work with and teach hearing students to fulfill the degree requirements. So along with her interpreter, Sara had spent time in various classes, working with small groups and whole groups, teaching math, reading, social studies, science, and reading. I had watched Sara a year ago as she cautiously approached the third graders, who are used to having switched to D/HoH classmates and interpreters, but not a D/HoH teacher. They learned together, and the students adjusted to asking the interpreter the question, the interpreter quickly signing it to Sara, Sara quickly signing her response, and the students waiting to hear what the interpreter had to say. Lots of pointing and gesturing followed. They all fell into a routine and rhythm, and the students enjoyed her. But whole group lessons were hard because Sara couldn’t always tell what was going on all over the room, and there were delays as questions and answers required an extra step with the","PeriodicalId":175813,"journal":{"name":"The New Educator","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125622724","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-07-17DOI: 10.1080/1547688X.2019.1631923
J. Rigney, Tara Ferland, N. Dana
ABSTRACT The Association of Teacher Educators Reflectivity Commission was established in 2004. This literature review updates the Commission’s work by examining 24 empirical research articles published in the Association’s national journals, The New Educator and Action in Teacher Education, since the commission’s inception. We report three contemporary trends regarding the incorporation of reflectivity in teacher education: (1) the use of diverse frameworks for reflectivity, (2) innovative pedagogical tools for reflectivity, and (3) culturally responsive reflective practices. This article defines, summarizes, and discusses each trend. We also discuss potential avenues for future work in studying and facilitating reflection.
{"title":"Understanding Teacher Reflectivity in Contemporary Times: A (Re)Review of the Literature","authors":"J. Rigney, Tara Ferland, N. Dana","doi":"10.1080/1547688X.2019.1631923","DOIUrl":"https://doi.org/10.1080/1547688X.2019.1631923","url":null,"abstract":"ABSTRACT The Association of Teacher Educators Reflectivity Commission was established in 2004. This literature review updates the Commission’s work by examining 24 empirical research articles published in the Association’s national journals, The New Educator and Action in Teacher Education, since the commission’s inception. We report three contemporary trends regarding the incorporation of reflectivity in teacher education: (1) the use of diverse frameworks for reflectivity, (2) innovative pedagogical tools for reflectivity, and (3) culturally responsive reflective practices. This article defines, summarizes, and discusses each trend. We also discuss potential avenues for future work in studying and facilitating reflection.","PeriodicalId":175813,"journal":{"name":"The New Educator","volume":"160 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122923276","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-07-17DOI: 10.1080/1547688X.2019.1622056
A. Ford, Kevin Cunningham, Joellen Lewsader, Andrea D. Jasper, J. Heroux, Jennifer Wirz-Palacios Klemm
ABSTRACT In this article, we describe teacher educators’ collaboration for coherence around social justice teacher education in preparation for a national accreditation review. Specifically, we illuminate how we cultivated an inquiry stance and critical conversations to build a safe and trusting community, generate locally meaningful values, and reconceptualize diversity in terms of social justice. By depicting our collaborative process in clarifying a detail, we make visible how we developed social justice-oriented vision, mission, and commitment statements and a conceptual framework to transform our traditional university-based undergraduate program. Aiming to inform other programs striving for coherence for social justice, we offer insights for supporting collaboration, considering the local community and political context, and leveraging accreditation.
{"title":"Collaborating for Coherence around Social Justice: Leveraging Accreditation to Conceptually Transform from a Diversity Requirement to a Social Justice Orientation","authors":"A. Ford, Kevin Cunningham, Joellen Lewsader, Andrea D. Jasper, J. Heroux, Jennifer Wirz-Palacios Klemm","doi":"10.1080/1547688X.2019.1622056","DOIUrl":"https://doi.org/10.1080/1547688X.2019.1622056","url":null,"abstract":"ABSTRACT In this article, we describe teacher educators’ collaboration for coherence around social justice teacher education in preparation for a national accreditation review. Specifically, we illuminate how we cultivated an inquiry stance and critical conversations to build a safe and trusting community, generate locally meaningful values, and reconceptualize diversity in terms of social justice. By depicting our collaborative process in clarifying a detail, we make visible how we developed social justice-oriented vision, mission, and commitment statements and a conceptual framework to transform our traditional university-based undergraduate program. Aiming to inform other programs striving for coherence for social justice, we offer insights for supporting collaboration, considering the local community and political context, and leveraging accreditation.","PeriodicalId":175813,"journal":{"name":"The New Educator","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133407197","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-07-03DOI: 10.1080/1547688X.2019.1631922
M. Hamilton
ABSTRACT This paper focuses on a teacher educator’s professional learning gained while facilitating teacher research with teachers in Ireland. The teachers were engaged in a teaching portfolio development process, while the teacher educator conducted a concurrent self-study. Qualitative data was gathered and analysed from the teacher interviews, the teacher educator’s reflective journaling and critical friend feedback to generate themes related to both teacher educator and teacher learning. New contextualized knowledge about teaching and learning and insights into facilitation skills in collaborative research design emerged as key findings, and this paper illustrates how self-study enables significant learning opportunities for teacher educators willing to co-position themselves as researcher and researched.
{"title":"Teachers and Teacher Educators Researching Their Practice: A Dually-Purposed Self-Study","authors":"M. Hamilton","doi":"10.1080/1547688X.2019.1631922","DOIUrl":"https://doi.org/10.1080/1547688X.2019.1631922","url":null,"abstract":"ABSTRACT This paper focuses on a teacher educator’s professional learning gained while facilitating teacher research with teachers in Ireland. The teachers were engaged in a teaching portfolio development process, while the teacher educator conducted a concurrent self-study. Qualitative data was gathered and analysed from the teacher interviews, the teacher educator’s reflective journaling and critical friend feedback to generate themes related to both teacher educator and teacher learning. New contextualized knowledge about teaching and learning and insights into facilitation skills in collaborative research design emerged as key findings, and this paper illustrates how self-study enables significant learning opportunities for teacher educators willing to co-position themselves as researcher and researched.","PeriodicalId":175813,"journal":{"name":"The New Educator","volume":"211 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128613084","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-07-03DOI: 10.1080/1547688X.2019.1625635
Laura Baecher
In an effort to gain insights from international settings and globalize our awareness of teacher education practices, this special topic issue of The New Educator brings together a sampling of international research on pre-service teacher education. Keeping in mind that nearly 100% of all academic research on teacher education is published in English byUS andBritish publishing houses (Curry & Lillis, 2017), it is especially important for US and UK teacher educators to actively take up a comparative and international lens and to use our positions of power to ally with authors from under-represented contexts so their voices are heard. This in turn provides the global teacher education community with fresh perspectives on the evolving nature of teacher education and mitigates against a self-centric worldview. By comparing one’s own teacher education to other nations (Darling-Hammond, 2015), normative practices can be better appraised. As contributing author Thompson puts it, “Stepping away from the typical routine improves any myopia. I assert that international engagement can be a powerful mechanism for this stepping away, especially for teachers for whom reflective practice is paramount.” Through international engagement – whether personal and experiential or through consumption of research – it is apparent that teaching and teacher education are a manifestation of deep local political, social, economic and pedagogical structures. Historic and contextual ideologies inform attitudes about teachers’ roles, how schools should be governed, and who determines the content and agenda for teacher education. Teaching and teacher education methods must necessarily be understood in terms of local particularities, practicalities, and possibilities (Kumaravadivelu, 2003), yet we have much to gain by engaging in dialogue in across contexts. When teachers and teacher educators have the opportunity to engage in an international exchange of ideas and practice it enhances their intercultural competence, develops more globally-informed and critical perspectives on education, and offers new insights into their local, often unquestioned, approaches to teacher education (Alfaro & Quezada, 2010; Kissock & Richardson, 2010). Through reports from Organisation for Economic Co-operation and Development (OECD), and the Programme for International Student Assessment (PISA) we are able to access data and research that drive international comparison and exploration.Much of the success of countries with high achievement stems from the quality of teaching and teacher education in those contexts (Weidman, James Jacob, & Casebeer, 2014). Ingersoll et al. (2007) found that this student achievement derives from the value placed in different countries on teaching careers, with starting salary, competition for seats in teacher education programs, and working conditions accounting for those differentials. Other international comparative research in teacher education has specified the qu
{"title":"Introduction to the Special Issue: International Approaches in Teacher Education","authors":"Laura Baecher","doi":"10.1080/1547688X.2019.1625635","DOIUrl":"https://doi.org/10.1080/1547688X.2019.1625635","url":null,"abstract":"In an effort to gain insights from international settings and globalize our awareness of teacher education practices, this special topic issue of The New Educator brings together a sampling of international research on pre-service teacher education. Keeping in mind that nearly 100% of all academic research on teacher education is published in English byUS andBritish publishing houses (Curry & Lillis, 2017), it is especially important for US and UK teacher educators to actively take up a comparative and international lens and to use our positions of power to ally with authors from under-represented contexts so their voices are heard. This in turn provides the global teacher education community with fresh perspectives on the evolving nature of teacher education and mitigates against a self-centric worldview. By comparing one’s own teacher education to other nations (Darling-Hammond, 2015), normative practices can be better appraised. As contributing author Thompson puts it, “Stepping away from the typical routine improves any myopia. I assert that international engagement can be a powerful mechanism for this stepping away, especially for teachers for whom reflective practice is paramount.” Through international engagement – whether personal and experiential or through consumption of research – it is apparent that teaching and teacher education are a manifestation of deep local political, social, economic and pedagogical structures. Historic and contextual ideologies inform attitudes about teachers’ roles, how schools should be governed, and who determines the content and agenda for teacher education. Teaching and teacher education methods must necessarily be understood in terms of local particularities, practicalities, and possibilities (Kumaravadivelu, 2003), yet we have much to gain by engaging in dialogue in across contexts. When teachers and teacher educators have the opportunity to engage in an international exchange of ideas and practice it enhances their intercultural competence, develops more globally-informed and critical perspectives on education, and offers new insights into their local, often unquestioned, approaches to teacher education (Alfaro & Quezada, 2010; Kissock & Richardson, 2010). Through reports from Organisation for Economic Co-operation and Development (OECD), and the Programme for International Student Assessment (PISA) we are able to access data and research that drive international comparison and exploration.Much of the success of countries with high achievement stems from the quality of teaching and teacher education in those contexts (Weidman, James Jacob, & Casebeer, 2014). Ingersoll et al. (2007) found that this student achievement derives from the value placed in different countries on teaching careers, with starting salary, competition for seats in teacher education programs, and working conditions accounting for those differentials. Other international comparative research in teacher education has specified the qu","PeriodicalId":175813,"journal":{"name":"The New Educator","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127565255","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-07-03DOI: 10.1080/1547688X.2019.1626670
Charlene Tan
ABSTRACT This article focuses on the application of Shulman’s signature pedagogies for initial teacher education through the example of a pre-service course that promotes multidimensional thinking skills in Singapore. Multidimensional thinking emphasizes the thought processes, attitudes and abilities needed to address complex issues and problems from multiple angles and approaches. The course objectives, content, assessment format and delivery mode are premised on and reflect Shulman’s three dimensions of structures – surface, deep and implicit – as well as three kinds of pedagogies – uncertainty, engagement and formation. This illustrative case study from Singapore demonstrates the usefulness of the notion of signature pedagogies to help teacher educators design and enact learner- and learning-centered courses for pre-service teachers. Such courses transcend a narrow skills-based approach to advance the essential values, competencies and knowledge for initial teacher education in the 21st century.
{"title":"A Signature Pedagogy for Initial Teacher Education in Singapore","authors":"Charlene Tan","doi":"10.1080/1547688X.2019.1626670","DOIUrl":"https://doi.org/10.1080/1547688X.2019.1626670","url":null,"abstract":"ABSTRACT This article focuses on the application of Shulman’s signature pedagogies for initial teacher education through the example of a pre-service course that promotes multidimensional thinking skills in Singapore. Multidimensional thinking emphasizes the thought processes, attitudes and abilities needed to address complex issues and problems from multiple angles and approaches. The course objectives, content, assessment format and delivery mode are premised on and reflect Shulman’s three dimensions of structures – surface, deep and implicit – as well as three kinds of pedagogies – uncertainty, engagement and formation. This illustrative case study from Singapore demonstrates the usefulness of the notion of signature pedagogies to help teacher educators design and enact learner- and learning-centered courses for pre-service teachers. Such courses transcend a narrow skills-based approach to advance the essential values, competencies and knowledge for initial teacher education in the 21st century.","PeriodicalId":175813,"journal":{"name":"The New Educator","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129014541","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-07-03DOI: 10.1080/1547688X.2019.1626678
Trista Hollweck, K. Reimer, K. Bouchard
ABSTRACT In recent years, restorative justice (RJ) has been increasingly embedded in school policies and practice, primarily as a method to correct individual behavior. RJ, however, has a deeper potential, to help students build relationships and make school safe, equitable and relevant for its members. RJ is a growing social movement – globally and in Canada – that practices peaceful, constructive approaches to violations of legal and human rights. Yet, there is little understanding for how to introduce RJ to teachers so that they are supported to tap into this deeper potential in a sustainable manner. This manuscript provides a discussion of RJ as it is currently understood, implemented, and institutionalized, and we present data collected via focus groups with former teacher candidates enrolled in an RJ-focused teacher education course facilitated through relational pedagogy. The data highlights participants’ perceptions of RJ, the relational pedagogy approach of the course and the impact of the course on participants’ learning experiences. We draw from this data to make a case for embedding the philosophies of RJ and relational pedagogy into teacher education classrooms in order for teacher candidates to develop relationship-building competencies and a capacity to implement RJ in effective, holistic and sustainable ways.
{"title":"A Missing Piece: Embedding Restorative Justice and Relational Pedagogy into the Teacher Education Classroom","authors":"Trista Hollweck, K. Reimer, K. Bouchard","doi":"10.1080/1547688X.2019.1626678","DOIUrl":"https://doi.org/10.1080/1547688X.2019.1626678","url":null,"abstract":"ABSTRACT In recent years, restorative justice (RJ) has been increasingly embedded in school policies and practice, primarily as a method to correct individual behavior. RJ, however, has a deeper potential, to help students build relationships and make school safe, equitable and relevant for its members. RJ is a growing social movement – globally and in Canada – that practices peaceful, constructive approaches to violations of legal and human rights. Yet, there is little understanding for how to introduce RJ to teachers so that they are supported to tap into this deeper potential in a sustainable manner. This manuscript provides a discussion of RJ as it is currently understood, implemented, and institutionalized, and we present data collected via focus groups with former teacher candidates enrolled in an RJ-focused teacher education course facilitated through relational pedagogy. The data highlights participants’ perceptions of RJ, the relational pedagogy approach of the course and the impact of the course on participants’ learning experiences. We draw from this data to make a case for embedding the philosophies of RJ and relational pedagogy into teacher education classrooms in order for teacher candidates to develop relationship-building competencies and a capacity to implement RJ in effective, holistic and sustainable ways.","PeriodicalId":175813,"journal":{"name":"The New Educator","volume":"29 34","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120948392","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-07-03DOI: 10.1080/1547688X.2019.1628558
Stella Kourieos, M. Diakou
ABSTRACT This study examined the effectiveness of pre-service education in Cyprus, in preparing primary teachers to teach English in primary state schools. A survey and follow up interviews were employed to investigate the following: a) Novice teachers’ perceptions of their preparedness to teach English after completing a 4-year Teacher Education program, and b) Challenges encountered during induction years in relation to English language teaching (ELT). Findings point to the inadequacy of pre-service education in Cyprus, in this regard, and call for the reconceptualization of the current practices for preparing primary teachers for the actualities of ELT in state schools.
{"title":"Pre-Service English Language Teacher Education and the First Years of Teaching: Perspectives from Cyprus","authors":"Stella Kourieos, M. Diakou","doi":"10.1080/1547688X.2019.1628558","DOIUrl":"https://doi.org/10.1080/1547688X.2019.1628558","url":null,"abstract":"ABSTRACT This study examined the effectiveness of pre-service education in Cyprus, in preparing primary teachers to teach English in primary state schools. A survey and follow up interviews were employed to investigate the following: a) Novice teachers’ perceptions of their preparedness to teach English after completing a 4-year Teacher Education program, and b) Challenges encountered during induction years in relation to English language teaching (ELT). Findings point to the inadequacy of pre-service education in Cyprus, in this regard, and call for the reconceptualization of the current practices for preparing primary teachers for the actualities of ELT in state schools.","PeriodicalId":175813,"journal":{"name":"The New Educator","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127161419","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-06-06DOI: 10.1080/1547688X.2019.1625636
Ashleigh B. Thompson
ABSTRACT This essay shares impressions from French and German higher education through a comparative US lens, with a special focus on internationalization and mobility. The author integrates the theoretical lens of Gert Biesta’s Pedagogy of Interruption to posit that international experiences facilitate encounters with otherness that spark new ways of seeing and thinking. These disruptive experiences can be particularly generative in education, which fosters reflective practice, and for teacher educators themselves. Key questions for considering international approaches to teacher education touch on themes such as global citizenship, relationality, student diversity and transnational partnership.
本文通过比较美国的视角来分享法国和德国高等教育的印象，特别关注国际化和流动性。作者整合了格特·比斯塔(Gert Biesta)的《中断教学法》(Pedagogy of Interruption)的理论视角，假设国际经验促进了与他者的接触，从而激发了新的观察和思考方式。这些破坏性的经历在教育中尤其具有生动性，它促进了反思性实践，对教师教育工作者本身也是如此。考虑国际教师教育方法的关键问题涉及全球公民、关系、学生多样性和跨国伙伴关系等主题。
{"title":"Claiming a Pedagogy of Interruption through International Experiences","authors":"Ashleigh B. Thompson","doi":"10.1080/1547688X.2019.1625636","DOIUrl":"https://doi.org/10.1080/1547688X.2019.1625636","url":null,"abstract":"ABSTRACT This essay shares impressions from French and German higher education through a comparative US lens, with a special focus on internationalization and mobility. The author integrates the theoretical lens of Gert Biesta’s Pedagogy of Interruption to posit that international experiences facilitate encounters with otherness that spark new ways of seeing and thinking. These disruptive experiences can be particularly generative in education, which fosters reflective practice, and for teacher educators themselves. Key questions for considering international approaches to teacher education touch on themes such as global citizenship, relationality, student diversity and transnational partnership.","PeriodicalId":175813,"journal":{"name":"The New Educator","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129254816","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-05-10DOI: 10.1080/1547688X.2019.1601315
Sonya E. Munsell, L. O'Malley
ABSTRACT The purpose of this research study was to explore the lived experiences of parents of children with disabilities. More specifically, this study aimed to give voice to these parents by encouraging them to be active participants in the research process. The researchers used the Photovoice technique as a way for participants to explore their experiences. Participants were given a list of questions related to raising a child with a disability. Participants (all of whom were mothers) responded to these questions by taking photos. Upon completion of the photo-taking process, each mother participated in a one-on-one semistructured interview with the researchers. Additionally, mothers completed a short demographic survey. The researchers used the SHOWeD method as a springboard for discussing the photos and the meanings behind the photos. Open coding led to the establishment of three broad themes: individuation, sensitivity, and advocacy. Mothers acknowledged that, although raising a child with a disability could be hard work, it was also accompanied by a number of rewarding and joyful experiences.
{"title":"The Lived Experiences of Mothers of Children with Disabilities","authors":"Sonya E. Munsell, L. O'Malley","doi":"10.1080/1547688X.2019.1601315","DOIUrl":"https://doi.org/10.1080/1547688X.2019.1601315","url":null,"abstract":"ABSTRACT The purpose of this research study was to explore the lived experiences of parents of children with disabilities. More specifically, this study aimed to give voice to these parents by encouraging them to be active participants in the research process. The researchers used the Photovoice technique as a way for participants to explore their experiences. Participants were given a list of questions related to raising a child with a disability. Participants (all of whom were mothers) responded to these questions by taking photos. Upon completion of the photo-taking process, each mother participated in a one-on-one semistructured interview with the researchers. Additionally, mothers completed a short demographic survey. The researchers used the SHOWeD method as a springboard for discussing the photos and the meanings behind the photos. Open coding led to the establishment of three broad themes: individuation, sensitivity, and advocacy. Mothers acknowledged that, although raising a child with a disability could be hard work, it was also accompanied by a number of rewarding and joyful experiences.","PeriodicalId":175813,"journal":{"name":"The New Educator","volume":"196 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122520212","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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